What can I do to help my child?
Articulation
Practice, Practice, Practice. Even 5-10 minutes per day can make a huge difference! See your Speech Language Pathologist for lists of words appropriate for your child.
Be a good listener. Listen to what your child is trying to say, not how it is said.
Ignore mistakes. Use correct speech that your child can imitate. Don't imitate the wrong way they are saying it.
Help your child focus on sound patterns of words such as those found in rhyming games
Language
Talk with your child frequently
Ask and answer questions about things happening in their environment.
Read to your child. Read a variety of books. Ask questions about the story.
Talk about what you are doing. (cooking dinner, washing dinner, bath time, cleaning, etc.)
Give directions for your child to follow (e.g., making cookies)
Expand what the child is saying by adding a little more information. If the child says "car go" you could say "see the car go".
Waiting gives children time to respond to your utterances.
Talk about how things are alike and different.
Give your child reasons and opportunities to write.
Sing songs.
Teach children Nursery Rhymes.
Fluency
For Parents
From "7 Tips for talking with your child"
The Stuttering Foundation - http://www.stutteringhelp.org/7-tips-talking-your-child-0
1. Reduce the pace. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes before you begin to speak. Your own easy relaxed speech will be far more effective than any advice such as “slow down” or “try it again slowly.
2. Full listening. Try to increase those times that you give your child your undivided attention and are really listening. This does not mean dropping everything every time she speaks.
3. Asking questions. Asking questions is a normal part of life – but try to resist asking one after the other. Sometimes it is more helpful to comment on what your child has said and wait.
4. Turn taking. Help all members of the family take turns talking and listening. Children find it much easier to talk when there are fewer interruptions.
5. Building confidence. Use descriptive praise to build confidence. An example would be “I like the way you picked up your toys. You’re so helpful,” instead of “that’s great.” Praise strengths unrelated to talking as well such as athletic skills, being organized, independent, or careful.
6. Special times. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. This quiet calm time – no TV, iPad or phones - can be a confidence builder for young children. As little as five minutes a day can make a difference.
7. Normal rules apply. Discipline the child who stutters just as you do your other children and just as you would if he didn’t stutter.
For Teachers
From "8 Tips For Teachers"
The Stuttering Foundation - http://www.stutteringhelp.org/8-tips-teachers
1. Don’t tell the student “slow down” or “ just relax.”
2. Don’t complete words for the student or talk for him or her.
3. Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.
4. Expect the same quality and quantity of work from the student who stutters as the one who doesn’t.
5. Speak with the student in an unhurried way, pausing frequently.
6. Convey that you are listening to the content of the message, not how it is said.
7. Have a one-on-one conversation with the student who stutters about needed accommodations in the classroom. Respect the student’s needs, but do not be enabling.
8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter.
Compiled by Lisa Scott, Ph.D., The Florida State University
Home
Disclaimer: Davis School District Related Services (DSD RS) makes no claims, promises, warranties or guarantees about the accuracy, completeness, or adequacy of the information contained in or linked to this website. The information contained in this website is provided to users for informational purposes only and does not constitute professional advice. The transmission or receipt of such information is not intended to create a relationship between any DSD RS provider and the user or browser. Although it is the goal of DSD RS to provide quality information, DSD RS expressly disclaims all liability to any person who, upon reliance on the information provided in this website, takes or fails to take any particular action.
Practice, Practice, Practice. Even 5-10 minutes per day can make a huge difference! See your Speech Language Pathologist for lists of words appropriate for your child.
Be a good listener. Listen to what your child is trying to say, not how it is said.
Ignore mistakes. Use correct speech that your child can imitate. Don't imitate the wrong way they are saying it.
Help your child focus on sound patterns of words such as those found in rhyming games
Language
Talk with your child frequently
Ask and answer questions about things happening in their environment.
Read to your child. Read a variety of books. Ask questions about the story.
Talk about what you are doing. (cooking dinner, washing dinner, bath time, cleaning, etc.)
Give directions for your child to follow (e.g., making cookies)
Expand what the child is saying by adding a little more information. If the child says "car go" you could say "see the car go".
Waiting gives children time to respond to your utterances.
Talk about how things are alike and different.
Give your child reasons and opportunities to write.
Sing songs.
Teach children Nursery Rhymes.
Fluency
For Parents
From "7 Tips for talking with your child"
The Stuttering Foundation - http://www.stutteringhelp.org/7-tips-talking-your-child-0
1. Reduce the pace. Speak with your child in an unhurried way, pausing frequently. Wait a few seconds after your child finishes before you begin to speak. Your own easy relaxed speech will be far more effective than any advice such as “slow down” or “try it again slowly.
2. Full listening. Try to increase those times that you give your child your undivided attention and are really listening. This does not mean dropping everything every time she speaks.
3. Asking questions. Asking questions is a normal part of life – but try to resist asking one after the other. Sometimes it is more helpful to comment on what your child has said and wait.
4. Turn taking. Help all members of the family take turns talking and listening. Children find it much easier to talk when there are fewer interruptions.
5. Building confidence. Use descriptive praise to build confidence. An example would be “I like the way you picked up your toys. You’re so helpful,” instead of “that’s great.” Praise strengths unrelated to talking as well such as athletic skills, being organized, independent, or careful.
6. Special times. Set aside a few minutes at a regular time each day when you can give your undivided attention to your child. This quiet calm time – no TV, iPad or phones - can be a confidence builder for young children. As little as five minutes a day can make a difference.
7. Normal rules apply. Discipline the child who stutters just as you do your other children and just as you would if he didn’t stutter.
For Teachers
From "8 Tips For Teachers"
The Stuttering Foundation - http://www.stutteringhelp.org/8-tips-teachers
1. Don’t tell the student “slow down” or “ just relax.”
2. Don’t complete words for the student or talk for him or her.
3. Help all members of the class learn to take turns talking and listening. All students — and especially those who stutter — find it much easier to talk when there are few interruptions and they have the listener’s attention.
4. Expect the same quality and quantity of work from the student who stutters as the one who doesn’t.
5. Speak with the student in an unhurried way, pausing frequently.
6. Convey that you are listening to the content of the message, not how it is said.
7. Have a one-on-one conversation with the student who stutters about needed accommodations in the classroom. Respect the student’s needs, but do not be enabling.
8. Don’t make stuttering something to be ashamed of. Talk about stuttering just like any other matter.
Compiled by Lisa Scott, Ph.D., The Florida State University
Home
Disclaimer: Davis School District Related Services (DSD RS) makes no claims, promises, warranties or guarantees about the accuracy, completeness, or adequacy of the information contained in or linked to this website. The information contained in this website is provided to users for informational purposes only and does not constitute professional advice. The transmission or receipt of such information is not intended to create a relationship between any DSD RS provider and the user or browser. Although it is the goal of DSD RS to provide quality information, DSD RS expressly disclaims all liability to any person who, upon reliance on the information provided in this website, takes or fails to take any particular action.